Mentoring Music Teachers in the Secondary School helps mentors of trainee and newly qualified music teachers in both developing their own mentoring skills and providing the essential guidance their beginning teachers need as they navigate the roller-coaster of the first years of teaching.
Mentoring Music Teachers in the Secondary School helps mentors of trainee and newly qualified music teachers in both developing their own mentoring skills and providing the essential guidance their beginning teachers need as they navigate the roller-coaster of the first years of teaching.
Motje Wolf is a Senior Lecturer in Education at De Montfort University Leicester where she teaches and researches music education. Nikki Booth is currently a part-time Research Assistant for the Birmingham Music Education Research Group (BMERG) at Birmingham City University. Sarah Younie is a Professor in Education Innovation at De Montfort University Leicester and Visiting Professor at Chichester University.
Inhaltsangabe
Introduction: A practical guide to mentoring beginning music teachers in the secondary school Section 1: What do we mean by mentoring? Chapter 1: Models of mentoring Gill Golder, Alison Keyworth, and Clare Shaw Section 2: About the mentor Chapter 2: Understanding yourself: Exploring beliefs and experiences Kelly Davey Nicklin and Gary Spruce Chapter 3: Understanding your approach in relation to advocacy, pedagogy, and professional development Rebecca Lundberg Chapter 4: Evaluating my impact as a music mentor Motje Wolf and Helmut Schaumberger Section 3: About what a mentor does Chapter 5: Performance curation - mentoring beginning music teachers in performance projects Narelle Yeo Chapter 6: Developing a mentor-mentee relationship Bethany Carter-Sherlock Chapter 7: Supporting the mentee: Working at the sharp end Esther Cavett Section 4: Supporting specific aspects of beginning music teachers' knowledge, skills, and understanding Chapter 8: What are the building blocks? Thinking about musical skills, knowledge, and understanding Anthony Anderson Chapter 9: Mirror, mirror on the wall... supporting beginning music teachers to become reflective practitioners Martin Fautley and Ian Axtell Chapter 10: Mentoring for curriculum design Anthony Anderson Chapter 11: Preparing beginning music teachers for delivering lessons focussing on student performance Terezija timec and Motje Wolf Chapter 12: Observing a lesson Austin Griffiths Chapter 13: Supporting pupils' learning Ian Axtell and Martin Fautley Chapter 14: Facilitating and leading effective discussions with beginning music teachers Nikki Booth Section 5: About moving beginning music teachers on Chapter 15: Using formative assessment effectively to see the wider picture Nikki Booth Chapter 16: Music teacher health and well-being: A practical survival guide for mentor and mentee. Jennifer Rowley References Author index General index
Introduction: A practical guide to mentoring beginning music teachers in the secondary school Section 1: What do we mean by mentoring? Chapter 1: Models of mentoring Gill Golder, Alison Keyworth, and Clare Shaw Section 2: About the mentor Chapter 2: Understanding yourself: Exploring beliefs and experiences Kelly Davey Nicklin and Gary Spruce Chapter 3: Understanding your approach in relation to advocacy, pedagogy, and professional development Rebecca Lundberg Chapter 4: Evaluating my impact as a music mentor Motje Wolf and Helmut Schaumberger Section 3: About what a mentor does Chapter 5: Performance curation - mentoring beginning music teachers in performance projects Narelle Yeo Chapter 6: Developing a mentor-mentee relationship Bethany Carter-Sherlock Chapter 7: Supporting the mentee: Working at the sharp end Esther Cavett Section 4: Supporting specific aspects of beginning music teachers' knowledge, skills, and understanding Chapter 8: What are the building blocks? Thinking about musical skills, knowledge, and understanding Anthony Anderson Chapter 9: Mirror, mirror on the wall... supporting beginning music teachers to become reflective practitioners Martin Fautley and Ian Axtell Chapter 10: Mentoring for curriculum design Anthony Anderson Chapter 11: Preparing beginning music teachers for delivering lessons focussing on student performance Terezija timec and Motje Wolf Chapter 12: Observing a lesson Austin Griffiths Chapter 13: Supporting pupils' learning Ian Axtell and Martin Fautley Chapter 14: Facilitating and leading effective discussions with beginning music teachers Nikki Booth Section 5: About moving beginning music teachers on Chapter 15: Using formative assessment effectively to see the wider picture Nikki Booth Chapter 16: Music teacher health and well-being: A practical survival guide for mentor and mentee. Jennifer Rowley References Author index General index
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